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- About
- In-Progress Reflections
- The Series in-Progress Reflections
- Thematics
- Conceptualising and implementing hybrid learning models: Challenges and opportunities from New Zealand, Malaysia, Saudi Arabia and India
- The Platformization of Education: A framework to Map the New Directions of Hybrid Education Systems
- Developing a Hybrid Learning Curriculum Framework for Schools
- Les écoles dans la Zone UEMOA face à la Covid-19 : impacts, innovations & recommandations
- Education in a post-COVID world: Additional considerations
- Ten clues for rethinking curriculum
- Toward indigenous curricula
- Lifelong Quality Education for All: Moving Towards or Away from UNESCO’s Grand Vision? A case study of Lithuania
- Designing a Contemporary STEM Curriculum
- Kenya’s Journey Towards the Implementation of a Competency-based Curriculum: Strategies, Opportunities and Challenges
- Personalized Learning within Teacher Education: A Framework and Guidelines
- Some Implications of COVID‐19 for Remote Learning and the Future of Schooling
- 2020 Vision for India’s Educational Future: Teacher Quality and the Potential of Technology
- The Universal Learning Programme: Educating Future-ready Citizens
- Teaching Thinking and Thinking to Learn: An Urgent Curriculum and Pedagogical Design Challenge
- The Impact of AI on Curriculum Systems: Towards an Orbit-Shifting Dialogue
- International trend towards holistic (integrated & competency-based) curricula
- Exploring STEM Competences for the 21st Century
- Neoliterate adult dyslexia and literacy policies
- Improving Early-Grade Performance for 2030
- GCED Curriculum Implementation in 4 Countries: Final Report
- Plan Ceibal in Uruguay
- Educación secundaria en Argentina
- Science subject area for Basic Education in the Democratic Republic of Congo
- Monitoring SDG 4.1: Reading
- Políticas Educativas y Reformas Curriculares en Chile
- GCED Tools and Piloting Experiences of 4 Countries
- Comparative Analysis of 5 Countries’ Curriculum Frameworks
- Assessment VS Curriculum Frameworks for Mathematics
- GCED in 4 Countries’ Curricula
- Monitoring SDG 4.1: NAFs for Mathematics
- 15 Claves – Agenda Educativa 2030
- Continuous Assessment
- Smart Learning
- Kenyan Curriculum Reform
- Curriculum in the LAC region
- GCED Concepts in 10 Countries
- Curriculum for Sustainability
- Early Childhood Care and Education
- Monitoring Target 4.7
- Ten Notes on Learning Assessment Systems
- Competencies Assessment
- Girls in STEM
- What makes a Quality Curriculum?
- Assessment
- Diploma Alumni Series
- Training Tools for Curriculum Development
- IBE Community
- IBE-UNESCO News
- Library
- About
- In-Progress Reflections
- - The Series in-Progress Reflections
- - Thematics
- - - Conceptualising and implementing hybrid learning models: Challenges and opportunities from New Zealand, Malaysia, Saudi Arabia and India
- - - The Platformization of Education: A framework to Map the New Directions of Hybrid Education Systems
- - - Developing a Hybrid Learning Curriculum Framework for Schools
- - - Les écoles dans la Zone UEMOA face à la Covid-19 : impacts, innovations & recommandations
- - - Education in a post-COVID world: Additional considerations
- - - Ten clues for rethinking curriculum
- - - Toward indigenous curricula
- - - Lifelong Quality Education for All: Moving Towards or Away from UNESCO's Grand Vision? A case study of Lithuania
- - - Designing a Contemporary STEM Curriculum
- - - Kenya's Journey Towards the Implementation of a Competency-based Curriculum: Strategies, Opportunities and Challenges
- - - Personalized Learning within Teacher Education: A Framework and Guidelines
- - - Some Implications of COVID‐19 for Remote Learning and the Future of Schooling
- - - 2020 Vision for India’s Educational Future: Teacher Quality and the Potential of Technology
- - - The Universal Learning Programme: Educating Future-ready Citizens
- - - Teaching Thinking and Thinking to Learn: An Urgent Curriculum and Pedagogical Design Challenge
- - - The Impact of AI on Curriculum Systems: Towards an Orbit-Shifting Dialogue
- - - International trend towards holistic (integrated & competency-based) curricula
- - - Exploring STEM Competences for the 21st Century
- - - Neoliterate adult dyslexia and literacy policies
- - - Improving Early-Grade Performance for 2030
- - - GCED Curriculum Implementation in 4 Countries: Final Report
- - - Plan Ceibal in Uruguay
- - - Educación secundaria en Argentina
- - - Science subject area for Basic Education in the Democratic Republic of Congo
- - - Monitoring SDG 4.1: Reading
- - - Políticas Educativas y Reformas Curriculares en Chile
- - - GCED Tools and Piloting Experiences of 4 Countries
- - - Comparative Analysis of 5 Countries' Curriculum Frameworks
- - - Assessment VS Curriculum Frameworks for Mathematics
- - - GCED in 4 Countries' Curricula
- - - Monitoring SDG 4.1: NAFs for Mathematics
- - - 15 Claves - Agenda Educativa 2030
- - - Continuous Assessment
- - - Smart Learning
- - - Kenyan Curriculum Reform
- - - Curriculum in the LAC region
- - - GCED Concepts in 10 Countries
- - - Curriculum for Sustainability
- - - Early Childhood Care and Education
- - - Monitoring Target 4.7
- - - Ten Notes on Learning Assessment Systems
- - - Competencies Assessment
- - - Girls in STEM
- - - What makes a Quality Curriculum?
- - - Assessment
- Diploma Alumni Series
- Training Tools for Curriculum Development
- IBE Community
- IBE-UNESCO News
- Library
In-Progress Reflections
Home/In-Progress Reflections
